Author(s) Zoran Jelic
This presentation will try to explain different approach in the teaching of Aerospace Design to the undergraduate students in Level 5 through a method of Reverse Engineering (RE). The Aerospace Design (or any design in Engineering) represents a multidisciplinary problem, a problem between scientific disciplines, technology and design as an artistic discipline. As students already tackled the design learning process in Level 4 module, so the higher level module should provide different design experience and the “wider” picture of aerospace engineering. Engaging the students at that level with “open-ended” problems in design showed some setbacks, so the Reverse Engineering method should overcome those issues and it should prepare the students to engage open-ended problems in future. In addition, the RE method can be used to gather the knowledge scattered across different modules. The RE method incorporates the hands-on experience of reverse engineering combined with flipped classrooms approach of lecture delivering. The presentation will introduce the concept of Reverse Engineering in design, the structure of the course, an example of “flipped classroom”, and an evaluation of the method using collected metrics in past three years.
The presentation should be delivered as a lecture backed up with PPT slides and the video material. The audience will be engaged with visually enhanced slides and by asking a couple of question to intrigue them with the topic. The topic is aligned with aims of teaching excellence framework as the concept of reverse engineering encourages students to be inquisitive as well as original thinkers. The topic I relevant to any Engineering Discipline, Computer Science, Business Studies, etc. The novelty of the method is in delivery (flipped classroom, blended learning) and assessment – rubrics, oral examination
Design, Reverse Engineering, Flipped Classroom
Gathering a scattered knowledge.